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PARENTAL FACTORS INFLUENCING SCHOOL ACHIEVEMENTS OF PUPILS IN ILORIN METROPOLIS, KWARA STATE
35-51Views:83The purpose of this study was to evaluate how parental influences affected students' academic performance in the Kwara State capital of Ilorin. Researchers have expressed worry over students' low academic performance in school, and it is commonly acknowledged that for students to fully benefit from their education, their parents must give them their entire support. The research was a survey. All primary school teachers in the city of Ilorin made up the study's population, and a mixed method approach was used on a sample of 215 respondents (of whom 200 completed questionnaires and 15 participated in interviews). Simple random and selective sampling methods were used to choose the sample. The data was gathered via a survey called the "Parental Factors Influence School Achievements of Children Questionnaire" (PFISAPQ). The factors taken into account were gender, age, educational background, and number of years of teaching experience. Demographic information was expressed as a percentage, and the two null hypotheses were tested using the 2-way ANOVA statistical tool at the 0.05 level of significance. Mean and rank order analysis was used to analyze the research questions, and thematic analysis was then used to analyze the subsequent questions raised to support the main research questions. The results showed that, among other things, parental involvement, parental oversight, parental involvement in extracurricular activities, parental academic background, parental interest in education, and parent-child relationships are the primary factors positively affecting children's academic success. Also, significant differences existed in the parental factors influencing school achievements of pupils as expressed by primary school teachers based on gender, age, educational qualification, and years of teaching experience. It was recommended that parents should be encouraged to improve their involvement in children’s academic activities by supporting them and being actively involved in encouraging pupils to learn and achieve maximally in school.
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PARENTAL FACTORS AS PREDICTORS OF IN-SCHOOL ADOLESCENTS’ BULLYING BEHAVIORS IN KWARA STATE, NIGERIA
73-88Views:159Bullying is a complicated issue that arises from intricate relationships between family members, peers, the school community, and culture. One of the key indicators of bullying is parental variables. Studies linking various parental factors to bullying behaviour or roles are scarce, particularly in Nigeria. Therefore, this study examined parental factors as predictors of in-school adolescents’ bullying behaviors in Kwara state, Nigeria. The population comprised 223, 893 in-school adolescents in Kwara State and a sample of 400 was drawn from this population across the State. The data were collected through the use of researchers’ designed scale. The data collected were analysed using descriptive and inferential statistic. In the results, parental factors significantly predict in-school adolescents bullying perpetration and victimization. Based on the findings of the study appropriate recommendations were made.
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FIRST-GENERATION YOUNG PEOPLE'S CHANCES OF OBTAINING A DEGREE BASED ON A LARGE SAMPLE ANALYSIS
17-30Views:93Thy system of higher education can be analysed from the aspects of inequalities. The chance of attendance, the achievement, the phenomenon of drop-out, and types of training programs are approached from the students’ social background. Our analysis focuses on the chance of graduation of first-in-family people. The relatively rigid feature of Hungarian society and the lower mobility rate create a specific background for our research. Hungarian Youth Survey 2016 and 2020 databases were used during this analysis and we separated the subsample of young people between 25 and 29 (N2016= 2906, N2020=2874). We try to discover the patterns of parents’ educational reproduction, describe the features of first-in-family people, and identify those factors which can form the chance of graduation. A binary regression model was run by us in which the dependent variable was the obtaining of a degree and the list of independent variables contained socio-demographic variables (sex, type of settlement, the economic situation of the region, economic situation, parental educational level, the type of parental profession), different life events (crises, the number of children, etc.) and the identification with the parental lifestyle. With these results, we can identify such an intersectional life situation (being a woman, habitation in cities, more favourable economic situation, mother’s white collar work, medium parental educational level, without children) in which the chance of graduation is higher.
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WINDMILL FIGHT? THE SITUATION OF BESD STUDENTS AND THEIR PARENTS AND TEACHERS IN THE VIEW OF INTERVIEWS WITH DEVELOPMENT TEACHERS
113-124Views:299Nowadays, there is a strong focus on students with learning and behavioural difficulties, both internationally and nationally. Their growing number year by year is challenging teachers to develop their skills and to learn new methods to alleviate or eliminate the problems these students are struggling with. Numerous studies have focused on the underlying causes of the achievement of the average student, while relatively little research has examined the individuals and factors that influence the achievement of students with BESD. This study analyses one interview with a focus group and five semi-structured interviews with teachers of development. The current exploratory interview study focuses on the role that developmental teachers and teachers play in the educational lives of students with these difficulties, and whether the parents of these students are more involved in their school education than parents of average students.
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FACTORS OF PARENTAL INVOLVEMENT IN RELATION TO CHILDREN’S BEHAVIORAL SYMPTOMS
7-25Views:138In our study, the features of contact between parents and teachers and the particular patterns they take were examined in connection with children’s behavioral symptoms. With cluster analysis, seven clearly analyzable patterns of contact were identified, the two most frequent of which (unifacial and formal) do not favor problem solving, nor provide parental satisfaction.
Two patterns (flexible and adaptive) proved to be the most satisfying and the most effective. Children’s symptoms (social problems, anxiety, somatization, attention deficit, deviant behavior, aggressivity) are significantly related to the quality of parent-teacher contact. In the case of the less favorable and less effective contact forms, parents report more behavioral symptoms, while in the case of the flexible, adaptive, emotionally satisfying, and effective problem-solving contact forms, there are fewer symptoms. These results draw attention to important tasks on many levels: to work out operable patterns of parent-teacher contact, to better understand the role and tasks of teacher training, and the need to involve experts to assist in developing parent-teacher contact, which is also indispensable in terms of helping and developing children and their mental health.